Sharing metacognition on the teaching processes in the classroom lesson : Through the analysis of a student teacher's failure

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  • 授業における指導過程についてのメタ認知の共有 : 教育実習生のつまずきの分析を通して
  • ジュギョウ ニ オケル シドウ カテイ ニ ツイテ ノ メタ ニンチ ノ キョウユウ キョウイク ジッシュウセイ ノ ツマズキ ノ ブンセキ オ トオシテ

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Abstract

The present study investigated sharing metacognition on the teaching processes in the classroom lesson. In an elementary school first grade classroom (20 boys and 20 girls), an arithmetic lesson was videotaped. The teacher was a student teacher who had taught the class for approximately one month. From the records, 6 interactional scenes in which smooth progress was interrupted in the classroom lesson were analyzed qualitatively by the method of interactional analysis in ethnomethodology. Qualitative analysis indicated that the 6 scenes included silence, making noise, overlap, and cutting off the teacher's utterances. The first three scenes were caused by the teacher's failure to grasp the children's metacognitive expectations for the teaching processes. The last three scenes resulted from the teacher's failure to anticipate that the children had no metacognition for the teaching processes. After the analysis, a conference was held by the student teacher, two trained teachers and the professor who taught the student teacher. Corrective strategies for the student's teaching and the necessary practical teaching abilities of teachers were discussed.

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